Artificial Intelligence as a Formative Tool in Undergraduate Marketing: Integrative Review and Inductive Study

Abstract

Artificial intelligence (AI) is revolutionizing university education and directly changing the training of students. This article integrates a narrative review with an inductive study conducted in Marketing courses and classes at the Fundación Universitaria del Área Andina (Areandina) and the Universidad Nacional Abierta y a Distancia (UNAD) in Colombia. The central hypothesis states that AI should be integrated as a pedagogical tool to enhance creativity and critical thinking without replacing the learning process. Observations in classes and analysis of student work were performed, technological literacy needs and gaps in understanding AI approaches were identified. Descriptive statistics were collected to examine performance evolution (originality, argumentation, traceability), distinguishing between an “executive” use (shortcuts and direct generation of responses) and an “instrumental” use (verification, ideation and defense of strategies). The hypothesis suggests that AI add value when guiding ideation and analysis so that students design and defend their own Marketing strategies, rather than generating them automatically. Collected evidence confirms benefits (efficiency, personalized learning, automated feedback) and risks (technological dependence, academic integrity), requiring authentic process-centered assessment and clear ethical policies. Recent sources indicate high student use of AI for content creation and problem-solving, alongside gaps in specific AI training; institutional practices to reinforce originality and responsible use were documented. AI should not be excessively restricted (or prohibited); instead, ethical and critical use should be promoted within clear institutional guidelines and evaluation designs that prioritize process and defense of strategics and decisions.